Zobrazeno 1 - 10
of 27
pro vyhledávání: '"Nuno Dorotea"'
Publikováno v:
Education Sciences, Vol 14, Iss 11, p 1215 (2024)
In the context of 21st-century educational transformation, Massive Open Online Courses have emerged as a global and flexible learning opportunity. This study explores the impact of MOOC implemented at Instituto Super Técnico on student engagement an
Externí odkaz:
https://doaj.org/article/9248021deecc4498bd23e6b6b3cde055
Autor:
João Piedade, Nuno Dorotea
Publikováno v:
Informatics in Education, Vol 22, Iss 3, Pp 499-523 (2023)
Computational Thinking (CT) has emerged in recent years as a thematic trend in education in many countries and several initiatives have been developed for its inclusion in school curricula. There are many pedagogical strategies to promote the develop
Externí odkaz:
https://doaj.org/article/859b003203cc45229a8150c6ca98f707
Autor:
Larissa Fonseca Figueira, Nuno Dorotea
Publikováno v:
Educação & Formação, Vol 7 (2022)
Este artigo tem por objetivo analisar as competências digitais autopercepcionadas de 15 professores de Língua Portuguesa e Língua Inglesa da rede pública de educação do estado do Paraná, no Brasil, a partir de uma abordagem metodológica quant
Externí odkaz:
https://doaj.org/article/e1aa1d13bf694649ab207aac1099bcb4
Autor:
João Filipe Matos, João Piedade, André Freitas, Neuza Pedro, Nuno Dorotea, Ana Pedro, Carla Galego
Publikováno v:
Education Sciences, Vol 13, Iss 2, p 173 (2023)
This study aims to contribute to understanding of the state of the art regarding the pedagogical cultures associated with teaching and learning research methods in advanced studies education through the identification of trends and pitfalls. The rati
Externí odkaz:
https://doaj.org/article/01f4d7e19cbd472d8fc43fad68f1524d
Publikováno v:
Education Sciences, Vol 12, Iss 5, p 308 (2022)
This paper aims to present a conceptual framework for Massive Open Online Courses (MOOCs) design with regard to continuous teacher training, where a mixed methodology research approach was used. This methodology was structured in two consecutive phas
Externí odkaz:
https://doaj.org/article/abe41ecbd2544f53802b8fdcd3b4811f
Publikováno v:
Education Sciences, Vol 11, Iss 8, p 443 (2021)
This paper reports a case study, developed in K-12 Portuguese Education, that aimed to analyze the computer science teachers’ knowledge, interest, and self-confidence to use educational robotics and other programable objects in classroom activities
Externí odkaz:
https://doaj.org/article/e0ec7578b28e491a9d9967007f6243ab
Publikováno v:
Education Sciences, Vol 10, Iss 9, p 214 (2020)
This study aims to analyze how pre-service informatics teachers design learning scenarios with robotics to teach programming fundamentals and to promote computational thinking skills. A descriptive and exploratory case study design was implemented wi
Externí odkaz:
https://doaj.org/article/b5f56a8ef76746ef956a5901e6183fa1
Autor:
João Piedade, Nuno Dorotea
Publikováno v:
Informatics in Education.
Computational Thinking (CT) has emerged in recent years as a thematic trend in education in many countries. initiatives have been developed for its inclusion in school curricula. There are many pedagogical strategies to promote the development of ele
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6d72ad15372449360006ede7942cc21b
https://doi.org/10.15388/infedu.2023.19
https://doi.org/10.15388/infedu.2023.19
Autor:
Nuno Dorotea, João Piedade
Publikováno v:
ETD - Educação Temática Digital. 23:757-775
O presente artigo relata o processo de validação de uma escala de frequência na utilização das tecnologias digitais pelos diretores de escolas Portuguesas nas suas práticas profissionais. A escala em causa foi desenvolvida, pelos autores e prev
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6d634a1e2fcbfc467445430ff4848a39
https://doi.org/10.20396/etd.v23i3.8657850
https://doi.org/10.20396/etd.v23i3.8657850
Publikováno v:
Knowledge Studies in Higher Education ISBN: 9783030821586
This chapter examines the Institute of Education at the University of Lisbon (IE-ULisbon) and its engagement with schools during the current COVID-19 pandemic. We aim to supplement knowledge about responses to unanticipated crises impacting schools,
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f50b1a2a1b53a50f85f1b401fc682002
https://doi.org/10.1007/978-3-030-82159-3_14
https://doi.org/10.1007/978-3-030-82159-3_14
